teacher orientation to the framework for teaching … orientation to the framework for teaching and...
TRANSCRIPT
Agenda
Domain 3: Instruction
3b: Using Questioning/Prompts and Discussion
Techniques
2
• Overview
• Elements
• Indicators
• Examples of Relevant Evidence
• Rubric (highlighted)
• Examples matched with level description
• Distinguishing between 2 and 3
• What this component would look like in my classroom….
• Activity: Evidence vs. Interpretation
• Video Activity
• Session Reflection
• Questions
Overview
• Questioning and discussion are the only instructional strategies specifically
referred to in the Framework for Teaching – central importance
• Questioning and discussion are used as to deepen student understanding vs.
recitation or “quiz”
• Good teachers use divergent as well as convergent questions
• Questions are framed to invite students to formulate hypotheses, make
connections, or challenge use of their ideas.
• High-quality questions encourage students to make connections among
concepts/events previously believe to be unrelated and arrive at new
understanding of complex material.
• Effective teacher pose questions to which they do not know the answer.
• Should lead to animated class discussions engaging all students
• Discussions could be based around questions formulated by students.
• Questions do not all have to be at high level to get a high rating.
• What to watch for in a lesson…
3
Elements
• Quality of questions/prompts
--Cause students to think and reflect
--Review could have series of low-level questions to establish facts
• Discussion Techniques
--confusion between discussion and explanation of content
-- true discussion
- teacher poses question
- teacher invites all students’ view to be heard
- teacher enables students to engage in discussion directly with one
another and not always be mediated by teacher
• Student Participation
--sometimes a few student dominate; other students recognize this and hold
back their contributions
-- experienced teachers use range of techniques to ensure all students
contribute to the discussion
4
Indicators
Specific examples:
1. Questions of high cognitive challenge, formulated by both students and
teacher
2. Questions with multiple correct answers, or multiple approaches even
when there is a single correct response
3. Effective use of student responses and ideas
4. Discussion in which the teacher steps out of the central, mediating role
5. High levels of student participating in discussion
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Examples of Relevant Evidence
Relevant Yes or
No
The teacher asks, “Student M, can you comment on Student T’s
idea?” and Student M responds directly to Student T.
Students attend fully to what the teacher is saying.
The teacher only calls on students who have their hands up.
The teacher asks a student to explain the task to other students
In a lesson on plot structure in a Dickens novel, the teacher asks,
“Where was Shakespeare born?”
A student says to a classmate, “I don’t think I agree with you on this
because…”
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4. Activity: Understanding the Levels of Performance
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Level
4
While the teacher may use some low-level questions, he or she poses questions to students
designed to promote student thinking and understanding. The teacher creates a genuine
discussion among students, providing adequate time for students to respond and stepping
aside when appropriate. The teacher successful engages most students in the discussion,
employing a range of strategies to ensure that most students are heard.
The teacher’s questions lead students along a single path of inquiry, with answers
seemingly determined in advance. Or, the teacher attempts to frame some questions
designed to promote student thinking and understanding, but only a few students are
involved. The teacher attempts to engage all students in the discussion and to
encourage them to respond to one another, with uneven results.
The teacher’s questions are of low cognitive challenge, with single correct responses,
and asked in rapid succession. Interaction between teacher and students is
predominantly recitation style, with the teacher mediating all questions and answers. A
few students dominate the discussion.
Level
3
Level
2
Level
1
The teacher uses a variety or series of questions or prompts to challenge students
cognitively, advance high-level thinking and discourse, and promote meta-cognition.
Students formulate many questions, initiate topics and make unsolicited contributions.
Students themselves ensure that all voices are heard in the discussion.
4. Activity: Understanding the Levels of Performance
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Level
4
While the teacher may use some low-level questions, he or she poses questions to students
designed to promote student thinking and understanding. The teacher creates a genuine
discussion among students, providing adequate time for students to respond and stepping
aside when appropriate. The teacher successful engages most students in the discussion,
employing a range of strategies to ensure that most students are heard.
The teacher’s questions lead students along a single path of inquiry, with answers
seemingly determined in advance. Or, the teacher attempts to frame some questions
designed to promote student thinking and understanding, but only a few students are
involved. The teacher attempts to engage all students in the discussion and to
encourage them to respond to one another, with uneven results.
The teacher’s questions are of low cognitive challenge, with single correct responses,
and asked in rapid succession. Interaction between teacher and students is
predominantly recitation style, with the teacher mediating all questions and answers. A
few students dominate the discussion.
Level
3
Level
2
Level
1
The teacher uses a variety or series of questions or prompts to challenge students
cognitively, advance high-level thinking and discourse, and promote meta-cognition.
Students formulate many questions, initiate topics and make unsolicited contributions.
Students themselves ensure that all voices are heard in the discussion.
Examples Matched with Level Description
While the teacher may use some low-level questions, he or she poses questions
to students designed to promote student thinking and understanding. The
teacher creates a genuine discussion among students, providing adequate
time for students to respond and stepping aside when appropriate. The
teacher successfully engages most students in the discussion, employing a
range of strategies to ensure that most students are heard.
Level 1 Level 2 Level 3 Level 4
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Examples Matched with Level Description
The teacher uses a variety or series of questions or prompts to challenge
students cognitively, advance high-level thinking and discourse, and promote
meta-cognition. Students formulate many questions, initiate topics, and make
unsolicited contributions. Students themselves ensure that all voices are heard
in the discussion
Level 1 Level 2 Level 3 Level 4
10
Examples Matched with Level Description
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The teacher’s questions are of low cognitive challenge, with single
correct responses, and asked in rapid succession. Interaction between
teacher and students is predominantly recitation style, with the teacher
mediating all questions and answers. A few students dominate the
discussion.
Level 1 Level 2 Level 3 Level 4
Examples Matched with Level Description
The teacher’s questions lead students along a single path of inquiry, with
answers seemingly determined in advance. Or, the teacher attempts to frame
some questions designed to promote student thinking and understanding, but
only a few students are involved. The teacher attempts to engage all students
in the discussion and to encourage them to respond to one another, with
uneven results
Level 1 Level 2 Level 3 Level 4
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Distinguishing Between 2 and 3
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3
2 The teacher’s questions lead students along a single path of inquiry, with
answers seemingly determined in advance. Or, the teacher attempts to frame
some questions designed to promote student thinking and understanding, but only
a few students are involved. The teacher attempts to engage all students in the
discussion and to encourage them to respond to one another, with uneven results.
While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
What would this component look like in my classroom?
1. Form a group of teachers in a similar classroom as yours (ECE, MSI, ED,
Autism, Itinerant).
2. Review the overview, elements, indicators, and levels of component 3b then
write down 4 examples of current practices that you feel exemplify this
component.
3. Next to the 4 examples of current practices, write down any changes you
would make.
4. Write down 3 -4additional ideas for this component.
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Component 3b in my Classroom.docx
Activity: Sorting Evidence and Interpretation
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“The teacher’s questions stimulate discussion among all the students. The students must
love this type of questioning so they can explain themselves.”
Many questions are of the "recitation" type, such as "How many members of the
House of Representatives are there?".
The teacher asked the students to compare and contrast the leaves they
were examining.
The teacher only calls on students who have their hands up.
The teacher asks, "What might have happened if the colonists had not prevailed
in the American war for independence?"
Bloom’s Taxonomy Revised 2001
• Remembering
• Understanding
• Applying
• Analzying
• Evaluating
• Creating
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“Remembering” stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, 2000)
“Understanding” stems
Explain why… Write in your own words… How would you explain…? Write a brief outline... What do you think could have happened next...? Who do you think...? What was the main idea...? Clarify… Illustrate…
(Pohl, 2000)
“Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of instructions about…
(Pohl, 2000)
“Analyzing” stems
Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Explain what must have happened when... What are some or the problems of...? Distinguish between... What were some of the motives behind..? What was the turning point? What was the problem with...?
(Pohl, 2000)
“Evaluating” stems
Judge the value of... What do you think about...? Defend your position about... Do you think...is a good or bad thing? How would you have handled...? What changes to… would you recommend? Do you believe...? How would you feel if...? How effective are...? What are the consequences...? What influence will....have on our lives? What are the pros and cons of....? Why is....of value? What are the alternatives? Who will gain & who will loose?
(Pohl, 2000)
“Creating” stems
Design a...to... Devise a possible solution to... If you had access to all resources, how would you
deal with...? Devise your own way to... What would happen if ...? How many ways can you...? Create new and unusual uses for... Develop a proposal which would...
(Pohl, 2000)
Video Activity
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http://www.youtube.com/watch?v=tEYjub_8qfI&feature=related
Activity: Session Reflection
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•An insight I had as a result of today’s session is…
•Concepts from this session that are most applicable to my teaching practice are…
•A question I have related to today’s session is…